Skip to content
Log In
Sign Up
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Home
•
Resource Directory
•
Word Why
Activity
Word Why
Cost
Free
Skills
Grammar + Syntax
Reasoning
Vocabulary
Grades
2-3
Standards
L.1
,
L.2
,
L.3
,
L.4
,
L.5
,
L.6
,
Language
,
NC ELA Anchor Standards
,
Reading for Information
,
Reading for Literature
,
RI.1
,
RI.10
,
RI.2
,
RI.4
,
RI.5
,
RI.7
,
RI.8
,
RI.9
,
RL.1
,
RL.10
,
RL.2
,
RL.3
,
RL.4
,
RL.5
,
RL.6
,
RL.9
,
SL.1
,
SL.2
,
SL.3
,
SL.4
,
SL.5
,
SL.6
,
Speaking and Listening
What is it?
Students answer questions that use target vocabulary. Students share their reason for their answer by explaining the meaning of the target word(s).
View the Resource
Est. Delivery Time
20 min
Training
No
Modifications
A
,
A & B
,
B
Instructional Setting(s)
1:1
,
Small Group
,
Whole Group
Ease of Use
Easy
Tier
Tier 1
Return to the Resource Directory
Something not working?
Click here to report a broken resource.
Similar Listening Comprehension Resources
Activity
Meaningful Affixes
Grammar + Syntax
Vocabulary
Meaningful Affixes
During this activity students will choose affixes and base words and match the corresponding meaning for each word.
Grade Level(s)
4-5
Cost
Free
Tool
Vocabulary and Morphology Resources
Vocabulary
Vocabulary and Morphology Resources
This site has information, examples and resources on how to implement vocabulary and morphology instruction.
Grade Level(s)
2-3
,
4-5
,
K-1
,
PK
Cost
Free
Activity
Sequence-A-Story
Reasoning
Text Structure
Sequence-A-Story
Students practice sequencing and retelling a fiction story.
Grade Level(s)
K-1
Cost
Free
No resources found
Back to the Resource Directory
Report a broken resource link
Name
Email Address
Broken Resource
Submit
This resource requires the following modifications to explicitly target listening comprehension:
shift the burden of decoding/encoding onto the educator (i.e., the educator should read/write instead of the student(s)).
shift the avenue of critical thinking from writing to discussion (i.e., instead of students writing they should discuss).